Read the Case Study regarding Leadership on page 11 of the NSDC Standards text handed out in class. In your PLC discuss Discussion Questions 1-4. Have a record keeper in your group synthesize your group's responses to these questions. If your group needed more information, describe what you need to know and how you would go about discovering this information.
1. What professional development is provided and what is needed to support principals as leaders in the development of the necessary knowledge and skills outlined in this standard? The superintintendent schedules twice monthly meetings for principals and administrators to devote ways to improve teaching and learning for the improvement of their school. This demonstrates a top down model.
2. How is teacher leadership nurtured, developed, and utilized in the schools and district? Are there additional ways it could be tapped to advance student learning? The principals are acquiring the knowledge from the superintendent to pass on to the teachers in order to ensure they are folling the guides from the top of the model. Within the schools, the teachers are becoming the leaders among their peers or committees in order to meet school and/or district goals set by the superintendent.
3. What have been some positive results and challenges of working with electronic tools to support leadership? Less face-to-face meetings among the entire school staff. On-line platforms are provided to allow sharing ideas among the entire staff. The challenge is to have staff members being able to access the platforms and having having the knowledge to work with in the platform, by providing ongoing staff development throughout the school year.
4. Who are potential advocates for staff development? What information and help do they need? The potential advocates are the board members, administrative staff, parents and community memebers. They need to know the development plan of their local school as well as the entire the school district, how it coincide with the school calendar, and the opportunities availables for the advocates to provide assistance.
Extension Question:
How is the NSDC Leadership standard evidenced or not evidenced within your school systems? How did you come to these understandings about your school? Cobb County: The i-Respond (student response systems) is universal throughout the entire school system to allow the county disaggregate data from benchmark tests. It also allows them to acquire technology data to show usage with classes and schools. Fulton County: No technology support, each school is different, and no common standards to address technology. Clayton County: The county would like for each teacher to use technology with in the classroom without it being supported by the technology standards. The principals are allowed to have professional development within the school to support differnent uses of technology.
1. What professional development is provided and what is needed to support principals as leaders in the development of the necessary knowledge and skills outlined in this standard? The superintintendent schedules twice monthly meetings for principals and administrators to devote ways to improve teaching and learning for the improvement of their school. This demonstrates a top down model.
2. How is teacher leadership nurtured, developed, and utilized in the schools and district? Are there additional ways it could be tapped to advance student learning? The principals are acquiring the knowledge from the superintendent to pass on to the teachers in order to ensure they are folling the guides from the top of the model. Within the schools, the teachers are becoming the leaders among their peers or committees in order to meet school and/or district goals set by the superintendent.
3. What have been some positive results and challenges of working with electronic tools to support leadership? Less face-to-face meetings among the entire school staff. On-line platforms are provided to allow sharing ideas among the entire staff. The challenge is to have staff members being able to access the platforms and having having the knowledge to work with in the platform, by providing ongoing staff development throughout the school year.
4. Who are potential advocates for staff development? What information and help do they need? The potential advocates are the board members, administrative staff, parents and community memebers. They need to know the development plan of their local school as well as the entire the school district, how it coincide with the school calendar, and the opportunities availables for the advocates to provide assistance.
Extension Question:
How is the NSDC Leadership standard evidenced or not evidenced within your school systems? How did you come to these understandings about your school?
Cobb County: The i-Respond (student response systems) is universal throughout the entire school system to allow the county disaggregate data from benchmark tests. It also allows them to acquire technology data to show usage with classes and schools.
Fulton County: No technology support, each school is different, and no common standards to address technology.
Clayton County: The county would like for each teacher to use technology with in the classroom without it being supported by the technology standards. The principals are allowed to have professional development within the school to support differnent uses of technology.